/I i as 




fjf SnibFPsilg Ussorifition 



jport^e 



Stjstematb Stuotj of 
iiistortj. 



Is 



SI 



m 



oA 



*•> -* 



^1* 



THE 



UNIVERSITY ASSOCIATION 



FOR THE 



SYSTEMATIC STUDY OF HISTORY 



LIST OF OFFICERS AND INSTRUCTORS 

PLAN OF WORK 

COURSE OF STUDY 

BENEFITS AND EXPENSE TO MEMBERS 



'NOT TO KNOW WHAT HAPPENED BEFORE WE WERE BORN IS 
TO REMAIN ALWAYS A CHILD; FOR WHAT WERE THE LIFE 
OF MAN DID WE NOT COMBINE PRESENT EVENTS WITH THE 
RECOLLECTIONS OF PAST AGES?" — CICERO 




Copyright, 1895, by W. E. ERNST 

HEADQUARTERS 
CHICAGO 



OFFICERS AND INSTRUCTORS 

OF 

The University Association 



President 

Milton Hopkins Tipton, A. M. 

Ex-President North-Western Christian College 

Vice-President 

Rt. Rev. Samuel Fallows, D. D., LL. D. 

President The People's Institute, Chicago. 
And Ex-Superintendent Public Instruction of Wisconsin. 

Secretary 

W. E. Ernst. 

Board of Directors 

Charles Louis Loos, LL. D. Wm. O. Krohn, Ph. D. 

President, Professor of Psychology, 

Kentucky University, University of Illinois, 

Lexington, Ky. Champaign, Hi. 

David W. De Lay, A. M. 

Ex-Superintendent of Schools, 

Marion, Kas 

Milton Hopkins Tipton, President. W. E. Ernst, Secretary. 

Instructors 

Milton Hopkins Tipton, A. M. 

Ex-President North-Western Christian-College. 

George Emory Fellows, Ph. D. Richard Heath Dabney, A. M., Ph. D. 

Professor of European History, Professor of History, 

University of Indiana, University of Virginia, 

Bloomington, Ind. Virginia 

E. B. Greene, Ph. D. George Wells Knight, Ph. D. 

Professor of History, Professor of History, 

University of Illinois, University of Ohio, 

Champaign, 111. Columbus, Ohio. 

Thos. Nixon Carver, A. B., Ph. D. Henry W. Caldwell, A. M., Ph. D. 

Professor of History and Economics, Professor of American History, 

Oberlin College, University of Nebraska, 

Oberlin, Ohio. Lincoln, Neb. 

Jno. R. Ficklen, A. M., B. Let. Wm. Craig Wilcox, A. M. 

Professor of History, Professor of History, 

Tulane University of Louisiana, University of Iowa, 

New Orleans, La. Iowa City, Iowa. 

Frederick C. Hicks, Ph. D. Kemp P. Battle, A. M., LL. D. 

Professor of History and Economics, Professor of History, 

University of Missouri, University of North Carolina, 

Columbia, Mo. Chapel Hill, N C. 

Carl A. Swensson, Ph. D. 

President Bethany' College, Lindsborg, Kas, 



The University Association 

FOR THE SYSTEMATIC 
STUDY OF HISTORY 

Its Importance, Advantages, Benefits, Honors and Expense to Members, To- 
gether with a List of the Instructors, Outline of 
Course of Study. Etc. 

NO more important branch of knowledge is presented to the student than History. 
It has been called "philosophy teaching by example." It unfolds the mystery of the 
Past and introduces us to peoples and nations once active in the movements of the World. 
History explains to us how nations arose, the source of their prosperity and the cause of 
their decay. History is a succession of biographies, and in relating the story of the lives of the 
men who have moved the world, affords examples for our imitation, or by revealing stumbling 
stones enables us to shun the breakers upon which other lives were wrecked. 

The story of the nations who erected massive piles of masonry scattered over the valleys 
of the Euphrates and Nile ; the history of the migratory movements of those early races that 
overrun the Western World ; the voyages of discovery ; the planting of Colonies ; the pioneer 
life of the Western hemisphere ; the struggles and triumphs of inventive genius, are more 
fascinating than fiction, and open up to us a world unknown but for the records left to us as a 
heritage from the Past. To what race do we belong? When and where did they emerge from 
the veil of prehistoric times, and what has been the story of their struggles along the line of 
intellectual and moral development? Who were the pioneers in the settlement of our country 
and through what dangers did they pass in their combat against wild beasts, savage men and 
stubborn forests? What is the story of liberty and what has been its cost? These and many 
other equally important questions are answered on the pages of History, the knowledge of 
which cannot but make us better citizens, and increase our love for home and native land. 

It is therefore important that all become at least acquainted with the main facts of History. 
How may this be accomplished? It is well known that our public schools are too crowded for 
time, and the importance of this study has not as yet been sufficiently recognized. Even 
among the higher schools, History has often been conspicuous for the limited time devoted to 
the study ; this branch being left apparently to be pursued at home after completing the school 
course. Only the large universities undertake to give anything like a thorough course in 
History, and not all of these treat General History in anything like the fullness the subject 
demands. 

Although most of the universities offer ample opportunity for a complete course in History 
all cannot afford the time and expense necessary to the attendance at an institution of this 
class. Most persons need aid and direction in reading and study or they find their efforts 
scattered and purposeless. If all the reading that is done could in some way be under the 
direction of a wise and discriminating leadership, great good might be accomplished, where it 
is now time worse than wasted. 

Every- one should have a definite plan and purpose, and persistently follow it out, and so 
far as possible come in touch with others who are working along similar lines. This mutual 
helpfulness is a strong stimulus to constancy in carrying out any plan of study one may 
undertake. 

There is no branch of knowledge so well adapted to home study, or so suitable for an 
organized club, as History. Nor is there another course that can be conducted by correspond- 
ence so effectively. 

To direct the systematic reading and study of History in its many relations, and to supply 
the demand for such efficient aid as might be had in the university, without incurring the 
expense of attendance, the UNIVERSITY ASSOCIATION for the Systematic Study of 
History was organized. 

Mutual Improvement. 

From an educational standpoint every community is composed of three classes of people : 
(i) Young people just from or attending school ; (2) People thoroughly patriotic and excellent 
citizens, but who are almost wholly employed in their daily avocations and (3) Persons more 
or less professionally inclined. The first lack maturity and breadth of experience ; the second 
opportunity for general culture and often scholarship ; and the third, contact with the first and 
second classes. By bringing these classes together mutual good must result. 



Mutual Understanding. 

There is always more or less misunderstanding in regard to historical data. People from 
different sections of our common country have various views and experiences. A closer 
discussion would lead to mutual understanding. 

Unites the Moral Forces. 

No other work so closely unites the educational forces of a community. The mere fact 
that a person is a member of an organization with definite plans and purposes, is a great 
stimulus to active effort. 

A Definite Plan and Purpose. 

The course of reading will be arranged with a definite plan and purpose in view. The 
culture of the individual does not depend so much upon the quantity as the quality — the how — 
of his reading. Too irany people read everything which comes in their way. All reading 
should be with definite aims and purposes, and under the immediate direction of competent 
leaders. 

In an organization such as the History Association, definite work with printed explanation 
and suggestions, will be given, as required, by competent and experienced specialists. (See 
list of Instructors). Questions may be submitted to the Principal by those taking the course. 
Carefully prepared lists of books for supplementary reading will be issued, etc. Most people 
need aid both as to how to read and what to read. To think that most people do not read is a 
mistake. There are more people who read too much than not enough. "There is much 
reading done by American people, but the difficulty is that it is scattered and purposeless. If 
all the reading could be directed to some definite wise end, the amount of good done by it 
would be vastly increased." (Dr. Edwards. ) 

Aids the School. 

The History Association supplements and aids the public school. The high school boy or 
girl derives much aid from the experience of those older than himself. Teachers will find the 
association of great service in supplementing their work. 

Instruction. 

The study of History is taken up systematically under the direction of the instructors. To 
facilitate the work, General History is divided into twelve periods and each separate period is 
assigned to an Instructor who has made the History oPthat period a specialty. This Instructor 
prepares a Syllabus of that particular period consisting of sixteen pages, giving outlines for 
daily reading, as shown on another page. A copy of the Syllabus is mailed to each member 
monthly. Where members are conveniently located, they may form into a club, meet monthly 
or oftener for mutual helpfulness, arrange courses of lectures on historical subjects or other 
entertainments. 

The plan of organization of the Association is elastic. It encourages the objects of all other 
literary clubs and societies. Its meetings may be enriched by music or patriotic exercises of 
the children. Its course may be taken at home around the fireside, in public or semi-public 
gatherings. 

Honors. 

While the principal honor to be derived from membership in the Association is the oppor- 
tunity for self improvement and preparation for larger usefulness, a handsomely engraved 
certificate of membership will be issued, entitling the holder to all rights and privileges of the 
Association. Those who desire may pass examination on the completion of any prescribed 
course, and receive a diploma indicating the work done. 

Expenses. 

The enrollment fee is but Fifty Cents, which includes certificate of membership. Copy of 
outlines, twelve numbers covering a period of one year, Two Dollars additional. Cost of text 
and reference books will depend upon what may be needed to carry on the work successfully. 

How To Become a Member. 

Send name and address with the membership fee to the Secretary of the Association, and 
full information regarding the course now pursued will be forwarded. 

How To Form a Club. 

Where a number of members are conveniently located, they may form a club, hold regular 
meetings, and arrange for a course of lectures on historical subjects. Special instructions will 
be forwarded on application. For full particulars address 

W. E. ERNST, Secretary, 
The University Association, 
Room 413, 160 Adams Street 
CHICAGO. 



OUTLINE OF COURSE OF STUDY 
IN GENERAL HISTORY 



-OFFERED BY- 



The University Association 



Twelve Numbers, with a Lesson for Each Day, Each 
by an Eminent Specialist. 

1. Ancient Eastern Nations — Covering the History of Egypt, Chaldea, Media, 

Babylon, Syria, Etc. 

Milton Hopkins Tipton, A. M., Principal, The University Association. 

2. The Greek Period — Covering the History of the Greek Nation. 

John R. Ficklen, A. M., B. Let, Professor of History and Economics, Tulane University op 
Louisiana. 

3. The Roman Period — Covering the History of the Roman Empire. 

Thomas Nixon Carver, A. B., Ph. D., Professor of History and Economics, Oberlin College, 
Ohio. 

4. First Half Middle Ages- -From the fall of the Western Empire to the Norman 

Conquest. 

William Craig Wilcox, A. M., Professor of History, University of Iowa. 

5. Second Half Middle Ages — Covering the history of the world from the year One 

Thousand to the close of the Fifteenth Century. 

George Wells Knight, Ph. D., Professor of History, University of Ohio. 

6. Sixteenth Century. 

George Emory Fellows, Ph. D., Professor of European History, University of Indiana. 

7. Seventeenth Century. 

EvartS B. Greene, Ph. D., Professor of History, University of Illinois. 

8. Eighteenth Century. 

Frederick C. Hicks, Ph. D., Professor of History and Economics, University of Missoupi.' 

9. Nineteenth Century in Europe. 

Richard Heath Dabney, A. M., Ph. D., Professor of History, University of Virginia. 

10. American History Prior to 1815. 

Kemp P. Battle, LL. D., Professor of History, University of North Carolina. 

11. United States History from 1815 to the Civil War. 

Henry W. Caldwell, A. M., Ph. B., Professor of American History, University of Nebraska. 

12. The History of the Norsemen — Special Number, relating particulary to the 

discovery of America by the Norsemen. 

Carl A. Swensson, Ph. D M President Bethany College. 



Sample Page From Monthly Outlines. 



THURSDAY. 

Egyptian Civilization. — Concluded. 

The Pyramids were constructed on strictly scientific and math- 
ematical principles; while the stately temples, the finely wrought 
carvings, and delicate tracery indicate great skill in the fine arts. 

Sculpture and painting had their defect, but were the foundations 
for these arts as developed b}' the Greeks and Romans. The discovery 
of the Rosetta Stone revealed to us the secret of Egyptian history. 

If possible read " Ozymandias," by Shelly. 

Note. — There are between sixty and seventy pyramids, the largest of which is the 
Great Pyramid belonging to the Ghizeh group, covering thirteen acres, and 
originally nearly five hundred feet high. 



FRIDAY. 

Religion of Egyptians. 



Origin of embalming was caused by local conditions and religious 
belief. 

Religion a monotheism for the educated, but a polytheism for the 
masses. 

The gods Osiris, /sis, and Horus. 

Animal Worship. — The most singular feature of Egyptian religion 
is a commingling of the refined and spiritual sentiment of the priestly 
class, and the sensual superstition of the masses. 

Belief in future state, based on rewards and punishments, was a 
cardinal doctrine of the religion of Egypt, and was the cause of their 
peculiar burial customs. 

Read " Hymn to the Nile." Time of Rameses II. 

Map Study. — How was Egypt protected from invasion ? How could so large 
a population be maintained ? What the chief occupation ? 

Questions. — Name the gods of Egypt. What the belief regarding immortality 
of the soul ? Of the body ? Of moral duties ? What the highest moral duty ? 
Why did they believe the sun divine ? The Nile ? 



Certificate of Membership. 



Size, u j4 by 14 Inches. 




A Few Early Commendations. 

The University Association for the study of history has my best wishes and h e art\ 
endorsement. Its great and comprehensive plans deserve the cordial approval of those 
interested in the education of our people. Kev. John Heney Babbows, 

Originator and Organizer of the World's Parliament of Religions. 

I have examined your plan and it seems to me that it ought to meet the approval or 
any one who is interested in seeing our people generally engaged in some sort of sys- 
tematic study. The numerous schemes for inducing people to continue to grow are cer- 
tainly to be commended, and it is a well known fact of human nature that we work best 
under some sort of direction. I hope you will succeed in enlisting a large number of 
people in the work of your history association. John W. Cook, 

President Illinois State Normal University, Normal, 111. 

I have read this statement of President Cook, and find that he has expressed my own 
opinions about the value of the work proposed, and the feasibility of the plan of doing it. 

Edwin C. Hewett, Ex-Pres. State Normal University. 



In order to read intelligently and economize time, one needs to follow a course that 
has some definite plan and purpose. I hope many who are now reading at random will 
avail themselves of this opportunity to do some real earnest work in history. 

J. H. Collins, Supt. of Schools, Springfield, 111. 

I have investigated the plans and purpose of the University History Association, and 
find them worthy of all confidence. The idea embodied in this organization is a most 
excellent one. C. F. Petebson, A. M.. 

Prof, of History, Bethany College, Lindsborg. Kan. 



I have examined your plan of study, and believe it to be a good one. I hope you will 
succeed in establishing many local associations, and in inducing very many young people 
to enter upon a systematic study of history. Let it be a study, and not a reading, simply. 
Do not eliminate the idea of work, but impress it strongly upon your members that what 
they will get out of the study will depend largely on how much of themselves they put 
into it. Success to your praise-worthy enterprise. Heney McCobmick. 

Prof, of History, Illinois State Normal University, Normal. 111. 



I have examined the plan of the University Association for the systematic study of 
history, and am greatly pleased with it. I wish it success in awakening interest in the 
subject, and in extending the culture and practical improvement that comes from a thor- 
ough knowledge of history. It is essential not only to statesmanship, but to good 
citizenship. E. M. Van Petten, Supt. City Schools, Bloomington, 111. 

A cursory examination of the aim and work of the University Association impresses 
me with the importance of an organization that carries with it so much that is educational. 
It is systematic, brief, yet comprehensive. W. T. Bushman. 

Supt. City Schools, Van Wert, Ohio. 

Chicago Evening Post, January 31, 1895. 
With good men at its head and an excellent corps of instructors, there seems to be no 
reason Avhy the Association should not grow rapidly and soon demonstrate its advantages." 

Cincinnati Times-Star, February 5, 1895. 
The whole scheme is the natural outgrowth of the university extension and Chautau- 
qua idea, and can scarcely fail to enlist the most cordial co-operation among students 

e erywhere. — 

Chicago Evening Journal, January 31, 1895. 
A distinctive value of the work attempted by this new organization is in the manner 
of study, a strict confinement to one branch of study; and in the subject-matter treated, one 
of the most important and yet one of the most neglected by the average student or reader 

New Orleans Picayune. 
A very useful scheme and likely to do a great deal of good. 



Springfield (III.) State Register, February 10, 1895. 
The new movement for the study of history explained in the article referred to is, 
therefore, worthy of the consideration of the intelligent and progressive people of 

Springfield. 

Dubuque (Iowa) Herald, February 21, 1895. 
The faculty lias been obtained by selection from the most prominent history teachers 
in the west. No single college can present a corps of teachers equaling it. 



Michigan School Moderator, February 21, 1895. 
The Association deserves the co-operation of all interested in the cause of higher 
education. The names of the officers and instructors are sufficient guarantee that the 
movement is worthy of encouragement. 



LIBRARY OF CONGRESS 

niiiiigiiiiiiiHiiiiiiiiHi 

O 018 485 009 6 «*» 



Hollinger 

pH 8.5 

Mill Run F3-1719 



